6 Mission StatementTo help Member States and their institutions widen access to quality higher education through diverse modes of provision adapted to local development needs.
7 Article 26 (1)‘Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.’
8 HIGHER EDUCATION: THE PROGRAMME …nearly as old as the OrganizationA resolution adopted by UNESCO’s 2nd General Conference in Mexico (1947) explicitly identified higher education as one of its six areas of work of work under the heading ‘Work with Universities”
9 1998 WCHEThe first World Conference on Higher Education ever organized by UNESCONumbers matter! Over 180 Member States; 130 ministers responsible for higher education; some 4,200 participants in all representing all higher education stakeholdersObjective: to lay down the fundamental principles for the in- depth reform of higher education systems world wide
10 2009 World Conference on Higher Education Paris - July 2009
11 The World Conference on Higher Education Paris - July 2009 Theme: The New Dynamics of Higher Education and Research for Societal Change and Development.Over 1,500 participantsGovernments, academics, QA experts, students, civil society, private sector
15 Final Report and Conference Communiqué Documents published in hard and soft copy, in English, French, Spanish, Arabic, Chinese, Russian and Portuguese for a wide dissemination among key higher education stakeholders
16 Dominant Global Trend: Massification Globally, age participation rates have grown from 19% in 2000 to 26% in 2007OECD estimates 50 % – 60 % participation rates are necessary with a view to developmentLow income countries: 5% in 2000 to 7% in 2007150.6 million tertiary students globally in 2007, an increase of 53% since 2000***Inability to meet growing demand in developing countries***
17 Tertiary Enrolment Rates UNESCO Institute of Statistics
19 Enrolment projections 36 million by 202044 million by 202026 million by 2050
20 A year later, earlier this month, the OECD addressed these new dynamics at their IMHE General Conference
21 Higher Education in a world Changed Utterly – OECD 2010 Equity, Efficiency, QualityBUTWhat was new?The Economic Crisis: Doing More with lessUniversities in search of revenue: ignoring access and equity, but (a paradox?)…Social engagement – more intense todayA year later, earlier this month, the OECD addressed these new dynamics at their IMHE General Conference
22 New Dynamics Revisited OECD/IMHE 2010 Crossborder – often empty shellsDiversification: but vocational and professional??Rankings – risky!; will European rankings make a difference? Do not trust League tables!Academic Profession – students no longer interested (Nigeria)Changing institutions/changing mindsets...Does less money mean more innovation?
23 Europe and Beyond:The European Higher Education and Research areas must be open to the world(EU Modernisation Agenda for Universities)The world is becoming smaller as the economic crisis hits both developed and developing countries. Austerity forces HEIs to do more with lessTo do more with less: - be more innovative - embrace the new dynamics
24 “…quality assurance – and especially the internationalization of quality assurance – was one of the most striking new developments since UNESCO held its previous World Conference on Higher Education in 1998.”Inside AccreditationJudith Eaton
25 WCHE COMMUNIQUE: Call to Action UNESCO‘[Pursue]… capacity-building for quality assurance in higher education in developing countries’Member States‘Put in place and strengthen appropriate quality assurance systems and regulatory frameworks with the involvement of all stakeholders’2009 World Conference on Higher Education CommuniquéGIQAC
26 GLOBAL OUTREACH THROUGH: UNESCO’s WorkGLOBAL OUTREACH THROUGH:UNESCO Global Forum on QA, Accreditation and the Recognition of Qualification (2002; 2004; 2007)UNESCO’s 6 recognition conventionsUNESCO-World Bank Global Initiative GIQAC
27 GIQAC It takes a community… The principal objective of GIQAC is to improve and expand worldwide capacity for quality assurance (QA) in higher education in developing and transition countries.It takes a community…
28 GIQAC FY2010 Implementing Networks International Network for Quality Assurance Agencies in Higher Education (INQAAHE)African Association of Universities (AAU) in cooperation with the African Quality Assurance Network (AfriQAN)Arab Network for Quality Assurance in Higher Education (ANQAHE)Asia-Pacific Quality Network (APQN)Caribbean Area Network for Quality Assurance in Tertiary Education (CANQATE)La Red Iberoamericana para la Acreditación de la Calidad en la Educación Superior (RIACES)GIQAC Worldwide
29 GIQAC Achievements‘The GIQAC grant has accelerated the growth of quality assurance agencies in various countries and developed leaders who serve as champions for QA in their own agencies. From an initial membership of 47 agencies and institutions in 2007, APQN now has 72 members in various categories. The grant has also paved the way towards greater cooperation and mutual understanding across a diverse and populous region.’ — Concepción Pijano, President, APQN
30 GIQAC AchievementsIn 2010, GIQAC made an impact at the national level in43 countries in Africa,11 countries in the Arab States,27 countries in Asia and the Pacific,33 countries in Latin America and the Caribbean and31 countries in Europe and North America.
31 Looking Ahead: Challenges GIQAC FY2011ENQA – ECA countriesFuture Sustainability: Beyond DGFThe next 3 yearsAction plan
33 GIQAC meeting Windhoek “…Spread of the familiar”Judith Eaton
34 Follow-up to 2009 WCHE: New Dynamics of quality assurance Open Educational resources OERsUniversity rankings and accountabilityPrivate higher education (including for- profit)andCross-border higher education: what next
35 UNESCO Paris, 5 – 8 July 2009 COMMUNIQUE (8 July 2009) ODL approaches and ICTs present opportunities to widen access to quality education, particularly when Open Educational Resources are readily shared by many countries and higher education institutions
36 WCHE session on OERsImperative to ensure that all – developed and developing countries - are enabled to contribute to OERs…
37 Policy Forum 1 (December 2010, Paris) UNESCO and the Commonwealth of LearningTaking the Open Educational Resources (OER) beyond the OER Community: Policy and Capacity
38 Objectives of the Project Ensure greater support for the use of OER created and used both in developing and developed countries by educational decision makers (governmental and institutional)Enhance capacity of educational practitioners in developing countries to create and use OER.Objectives of the Initiative The objectives of the initiative are to:Ensure greater support for the use of OER created and used both in developing and developed countries by educational decision makers (governmental and institutional)Enhance capacity of educational practitioners in developing countries to create and use OER.The project focuses in the first instance on higher education institutions (universities) in Africa and Asia and the Pacific and is being implemented in partnership with the Commonwealth of Learning as part of a Partnership Agreement between the two organizations. It will build on the results of the previous and ongoing projects of the two organizations.The basic premise of the project is that OERs will not be able to help countries reach their educational goals unless awareness of the potential can rapidly be expanded beyond the communities of interest that they have already attracted.The project is financed thanks to extrabudgetary funds provided by the Government of the United States, regular programme funds from the Division of Higher Education and the Commonwealth of Learning. It is part of UNESCO ‘s inter-sectoral activities in the field of ICTs and Education.
39 Basic PremiseOERs will not be able to help countries reach their educational goals unless awareness of the potential can be rapidly expanded beyond the communities of interest that they have already attractedMainstreaming OER will contribute to the quality of learning materialsThe project focuses in the first instance on higher education institutions (universities) in Africa and Asia and the Pacific and is being implemented in partnership with the Commonwealth of Learning as part of a Partnership Agreement between the two organizations. It will build on the results of the previous and ongoing projects of the two organizations.The basic premise of the project is that OERs will not be able to help countries reach their educational goals unless awareness of the potential can rapidly be expanded beyond the communities of interest that they have already attracted.The project is financed thanks to extrabudgetary funds provided by the Government of the United States, regular programme funds from the Division of Higher Education and the Commonwealth of Learning. It is part of UNESCO ‘s inter-sectoral activities in the field of ICTs and Education.
40 Activities 2010 Development of an OER Dossier 3 Online Forums 4 Capacity-Building workshops1 Policy ForumActivitiesThe activities of this project are : 4 capacity building workshops; 3 online forums and a policy forum . In addition, to support the activities of this project, an OER Dossier has been developed to serve as a resource for the capacity building workshops and policy forums.
41 Policy Forum 2 (October 2011, Paris) UNESCO and the Commonwealth of Learning Policy Guidelines on OERs
43 BRITAIN’S TOP NINE UNIVERSITIES Quality Rankings of Teachingbased on all subject assessments (Sunday Times University Guide 2004)1 CAMBRIDGE %2 LOUGHBOROUGH 95%3= LONDON SCHOOL OF ECONOMICS 88%3= YORK %THE OPEN UNIVERSITY 87%OXFORD %IMPERIAL COLLEGE 82%UNIVERSITY COLLEGE LONDON 77%ESSEX %
44 Unesco global forum on university rankings and other accountability tools Paris, 16-17 May 2011 Goals:Healthy debate on Rankings and other accountability toolsIncreased understanding of the impact of rankingsImproved convergences between rankings and other accountability toolsImproved communication between the higher education community and the public, particularly governments, funding bodies, and potential studentsAccess to reliable and transparent information
45 Private higher education Private HE: fastest growing sub-sector - 30% global HE enrolmentJapan, South Korea: 80%Latin America– 50%Governance: relationship between government and PHEIsQA: key tool for demand- absorbing private sectorGLOBAL DEBATE ON PHE INCLUDING FOR- PROFIT
46 Higher Education Institutions Web PortalHigher Education Institutions
47 Degree MillsWhat next?Would a UNESCO legalinstrument be useful?
48 Web Portal on HEIs: Country Information Institutions recognized by competent authoritiesHigher education programmes recognized by competent authoritiesInformation for students planning to study in the countryInformation on the higher education systemForeign credential assessment and recognitionInformation on financial assistance opportunitiesCross-border higher educationNational Information CentreOther information sourcesDefinition of key terms
49 Current Participating Countries February 2010 ArgentinaArmeniaAustraliaBelarusBelgiumBulgariaCanadaChinaCosta RicaCyprusCubaCroatiaEgyptIrelandJamaicaJapanKenyaLatviaLiechtensteinLithuaniaMexicoMalaysiaNamibiaNew ZealandNigeriaNorwayPakistanParaguaySaudi ArabiaSwedenThailandTrinidad and TobagoUnited KingdomUnited States of America
50 Countries being processed December 2010 AustriaChileColombiaDominican RepublicEstoniaGuyanaIndiaIndonesiaIranKazakhstanPanamaSt Vincent and the GrenadinesSwitzerlandUruguayUzbekistan
51 Implementation Survey and analysis Guidelines for quality provision in cross-border higher education UNESCO and OECDImplementation Survey and analysis
52 LEGAL FRAMEWORKS FOR ACADEMIC MOBILITY: CONVENTIONS (December 1, 2009) RegionSecretariatAdoptedNumber of partiesSIDS / UCSISLast ratificationLast meetingAfricaUNESCO DakarArusha 198122Seychelles andHoly See2008Addis Ababa, Sept 2009ArabUNESCO BeirutParis 197814None1991Beirut, March 2006Asia & the PacificUNESCO BangkokBangkok 198321Maldives andManila, May 2009LACIESALC CaracasMexico 197419Cuba, Suriname, and2007Caracas, October 2006MEDUNESCO ParisNice 197612Malta and Holy SeeSplit, 2005EuropeUNESCO & Council of EuropeLisbon 1997472010Sevres, June 201052
53 A WORKSHOP ON THE WEB PORTAL WILL BE ORGANIZED Welcome to Tokyo!Asia and Pacific Convention on Degree RecognitionRevised text:Diplomatic Conference November 2011, Tokyo, UNESCO & MEXTA WORKSHOP ON THE WEB PORTAL WILL BE ORGANIZED
54 Flagships projects 2012 – 2013Diversified and innovative providers and modes of higher education delivery for expanding equitable access: private higher education, cross-border providers, ODL and OERs;Strengthened use of quality assurance systems and other accountability tools to promote quality and relevance of sustainable higher education systemsAssistance to the creation of an African Higher Education and Research Area
55 “global leadership in education” political discourse academic debate
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